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• Author or Editor: Randall E. Groth
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Royalty, Racing, and Rolling Pigs

Examine how types of statistical variability recommended in GAISE can be taught alongside the data displays recommended in CCSSM.

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GAISEing into the Common Core of Statistics

Two recent sets of guidelines that intersect statistics and complement each other can be used to plot an orderly progression of study.

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Making Mathematical Connections by Constructing Tetrahedra

Part of the beauty of mathematics is that seemingly isolated branches of the subject can often be used together to produce solutions to problems. High school students need to engage in activities that help them see how the various branches of mathematics work together in problem-solving situations. NCTM (2000) underscores the importance of such activities, stating, “When students can see the connections across different mathematical content areas, they develop a view of mathematics as an integrated whole” (NCTM 2000, p. 354).

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Working with Noise in Bivariate Data

Learning to work with bivariate data, a key goal of middle-grades statistics curricula, is aided by a sequence of lessons.

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Journey to Centers in the Core

Students travel through a series of lessons as they analyze data and unpack the meaning of measures of center.

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Using Research Projects to Help Develop High School Students' Statistical Thinking

Statistics plays a key role in shaping policy in a democratic society, so statistical literacy is essential for all citizens to keep a democratic government strong (Wallman 1993). However, fostering the statistical thinking is a complex endeavor. We ultimately need to engage students in all phases of the investigative cycle of statistics, including data gathering, data analysis, and inference.

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Building an Online Discussion Group for Teachers

Conversations with colleagues can be valuable in thinking through the logistics of implementing the NCTM's (2000) recommendations for teaching mathematics.

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Dimensions of Learning Probability Vocabulary

Normative discourse about probability requires shared meanings for disciplinary vocabulary. Previous research indicates that students’ meanings for probability vocabulary often differ from those of mathematicians, creating a need to attend to developing students’ use of language. Current standards documents conflict in their recommendations about how this should occur. In the present study, we conducted microgenetic research to examine the vocabulary use of four students before, during, and after lessons from a cycle of design-based research attending to probability vocabulary. In characterizing students’ normative and nonnormative uses of language, we draw implications for the design of curriculum, standards, and further research. Specifically, we illustrate the importance of attending to incrementality, multidimensionality, polysemy, interrelatedness, and heterogeneity to foster students’ probability vocabulary development.

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A Venue for Peer Reviews

Online conversations help teachers engage in constructive criticism and attend more carefully to aligning lesson plans with problem solving.

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